1. Gifted and Talented Academy year 3 Session 3 February 23, 2012 http://aea11gtacademy3.pbworks.com

2. Wireless Connection  haeanet  Password: education http://aea11gtacademy3.pbworks.com

3. Agenda  Welcome  Processing Home Play  Digging Deeper  Developing an Evaluation Plan  Team Time

4. Welcome Back!  Form mixed-district triads  Share –What do you know about your program today that you didn’t know at the beginning of the year? –How did you acquire this knowledge? –How can this information be used to improve programming?

5. Team Time/Home Play  Finish your program brochure(s)  Choose one of your questions and develop a plan to answer it. –Audience –Data collected –Data analysis –Conclusions –Communicate  Implement that plan and bring the results to session 3.

6. Processing Home Play  Talk with your team/table about your focus question  Share the question, why you needed an answer, what you did to find an answer, what you found, and what you’ll do/did with that information

7. Program Evaluation Is… …the systematic collection of information about the activities, characteristics, and outcomes of programs to make judgments about the program, improve program effectiveness, and/or inform decisions about future programming. --Robinson, 2009

8. Types of Evaluations  Planning –Needs Assessment  Formative –“Miracle in the Middle”  Summative –Impact

9. Program Performance Measures: Questions about Program Service Delivery Quantity (How much did we do?) Quality (How well did we do it?) Input (Effort) How much service did we deliver? How well did we deliver service? Output (Effect) How much effect/change did we produce? (#) What Quality of effect/change did we produce? (%) Is anyone better off?

10. Black Box Evaluation Glass Box Evaluation InputOutput

11. Worth  The extent to which a program or activity is essential to a school’s, district’s, agency’s, or individual’s mission. Worth is an indication of the program’s or activity’s perceived value to constituents or to a single individual. --Assessing Impact training, 2003

12. Merit  The value of the program is judged by comparing its performance against established standards of excellence in the profession. --Assessing Impact training, 2003

13. How Could a Program Have…  …worth but no merit?  …merit but no worth?  …both worth and merit?

14. Thus  A program may have great merit yet be of little worth because it is not aligned with the organization’s mission or needs or it may have great worth and little merit…programs can be evaluated both on the basis of their worth and merit. --Assessing Impact training, 2003

15. Program Evaluation Models and Tools  Arkansas Evaluation Initiative  Borland Evaluation Template  Maker’s Responsive Model  Self-Audit/Reflection Tool

16. AEI  Designed to support in-house (formative) evaluation  Don’t need to use all data sources

17. Borland Template

18. Developing an Evaluation Plan  Read Chapter 18 –Form groups of 3-4 –Read a segment & discuss –Read and discuss –Repeat until done  Make connections to previous learning about program evaluation.  Identify key points to consider in developing your evaluation plan.

19. Team Time/Home Play  Develop a program evaluation plan.  Include formative and summative components  Use the template on p. 203-4 to help you develop the framework  Exact format is up to you, but make it flexible enough that the evaluation question(s), data collection instruments and methods, and communication of results could change from year to year within the same framework.

20. Home Play  Choose one of the chapters 2-10 in Program Evaluation in Gifted Education Choose  Read it and “meet” with others in the group who have chosen the same article (Google docs, Skype, etc.)  Discuss the article in terms of –Key points –Why the concept matters in g/t program evaluation –How you would use the information  Prepare a short presentation for April

21. Next Meeting  April 19, 2012  8:30 a.m. – 4:30 p.m.  Room 13B, Heartland AEA, Johnston